Curricular Unit:			Code:
Early Intervention in Neonatology and Pediatrics			171IPNP
Year:	Level:	Course:	Credits:
3	Undergraduate	Speech Therapy	4 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese	52
Learning Outcomes of the Curricular Unit:
O1. Identify the (deviation) in normal and pathological function of actual age O2. Reflect on the importance of understanding human development and identify key steps / Facilitators factors / weaknesses inherent in it O3. Mastering basic knowledge about changes that may occur and impact to human development O4. Substantiate the historical course of EI, according to the explanatory theories of human development and progress of research O5. Know, in a global manner, the Portuguese reality at this level O6. Framing a family-centered approach O7. Identify skills to develop team work (with family) within the EI, with knowledge of the role of various stakeholders O8. Justify the role of a Speech Therapist in EI team O9. Master the effective use instruments that facilitate the implementation of this approach O10. Knowing the role of SLP in the particular context of Neonatology
Syllabus:
CP 1. Pediatrics 1.1. Psycho-Motor Development Normal 1.2. Deviation from Normal 1.3. Maltreatment as a manifestation of language delay 1.4. pathologies 1.5. Orofacial malformations 1.6. Cerebral palsy 1.7. Down Syndrome 1.8. Changes in behavior (SHDA) CP2. Early Intervention 2.1. Theoretical contributions reference 2.1.1. Transactional model (Sameroff & Chandler, 1975) 2.1.2. Model Ecology of Human Development (Bronfenbrenner, 1979) 2.2. Historical trajectory and Portuguese reality 2.3. Guiding principles of practices CP 3. Family Centered Approach 3.1. Historical background and foundation 3.2. Clarification and definition of the concept 3.3. Principles and practices 3.4. Contrast to other approaches CP 4. Teamwork CP 5. Analysis and experimenting instruments: 5.1. Ecomap 5.2. Interview Based on Routines 5.3. Individual Plan for Early Intervention (PIIP) CP 6. The role of IP professionals CP 7. Intervention in Neonatology
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The syllabus (CP) were delineated in terms of learning objectives (O) of course, to promote among students to acquire knowledge and understanding of the importance of early intervention, its context, scientific basis and impact both in the development of the child as the environment where she is inserted, with special emphasis on family environment. The aim is also to develop skills of analysis and reflection, as well as mastery of useful tools in this approach, promoting the relationship of concepts of a structured link for their applicability to professional practice of the speech therapist. In this way: CP1 - O1, O2, O3 CP2 - O2, O4, O5 CP3 - O6 CP4, CP6 - O7, O8 CP5 - O9 CP7 - O10
Teaching Methodologies (Including Evaluation):
Theoretical lessons Predominantly expository methodology. Presentation, analysis and discussion of topics in class, with guidance in critical thinking and research and reading specific literature. Theoretical and practical lessons Expository and participatory methodology, focusing on the analysis and discussion of the contents of the program with dynamic development of practices, case studies and exploration tools. Guidance in critical thinking and analysis of specific situations Evaluation Theoretical component - 1 written theoretical test (100%) Theoretical and practical component - 1 written test (60%) - 1 individual written work (30%) - participation and involvement throughout the lessons (10%) Rating of the course: Average ratings of T and TP at a ratio of 50% / 50%
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The methodology used in theoretical (predominantly expository, presentation, analysis and discussion of issues in the classes, as well as guidance in critical thinking and research and reading specific literature), lets get together of students to acquire knowledge, their understanding, encouraging discussion about the content covered, promoting the integration of concepts, ability to research, analysis and critical thinking. The theoretical and practical, characterized by expository methodologies but also the development of more dynamic participatory approach, facilitate the relationship of concepts and reinforce the applicability of knowledge within the ambit of speech therapist in the context of a EI team, promoting the development of skills related to the construction of an adequate and structured reasoning, linked to professional practice. Thus, it is considered that teaching methodologies adopted for this course are consistent with the goals set for it.
Reading:
Gonçalves, A., Santos, R. & Coutinho, T. (2003). A intervenção precoce na unidade de cuidados neonatais. A Psicomotricidade. Cruz Quebrada – Vol.I, nº 1. McWilliam, P. J., Winton, P. J., & Crais, E. R. (2005). Estratégias práticas para a intervenção precoce centrada na família. Porto: Porto Editora. McWilliam, R. A. (2012). Trabalhar com as Famílias de Crianças com Necessidades Especiais. Porto: Porto Editora. Shonkoff, J. P., & Meisels, S. J. (2000). Handbook of early childhood intervention (2ª ed.). Cambridge: University Press.